The lack of consensus surrounding organizational learning (OL) meaning has given rise to an insufficient debate about its measurement (Easterby-Smith, Crossan and Nicolini, 2000). In spite of the extensive literature about OL, it has been given insufficient opportunity to operateusing quantitative techniques (Chaston, Badger and Sadler-Smith, 1999). As a result, the OL is considered to be an unidimensional construct (Levitt and March, 1988). However, when it is analyzed as a process linked to knowledge acquisition and improvement of performance, it is possible to study in depth its complex and multidimensional character. In the last decade, the academic field has showed an increasing interest in OL through the development of a measurement scale that allows to consider the OL as a latent multidimensional construct. Due to circumstances, this work tries to present a revision of the scales used in the literature for measuring the OL concept.
organizational learning capability
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